A National Virtual Research Training Workshop for 3800 Medical Students: A Mixed-Methods Evaluation of A Novel Research Education Program

Abstract BackgroundResearch training is necessary to fill the burgeoning global decline in physician-scientists, which is further pronounced in developing countries. This has generated much interest within institutions across the world to increase research exposure for students as part of medical school curricula. In order to produce a cadre of aspiring physician-scientists, the Student Research Forum (SRF) at Aga Khan University conducted a series of online research workshops leveraging innovative technological solutions during the COVID-19 pandemic. Our study aims to explore students’ perceptions of engaging undergraduate medical students in online research training workshops and to evaluate the effectiveness of such interventions in improving the knowledge and skillset of participating students.Methods‘A Beginners Guide to Research’ was a nation-wide virtual research workshop series conducted for medical students across Pakistan in June 2020. A mixed-methods study design was employed to evaluate course efficacy in terms of course content, duration and strategy. Dissemination of quantitative feedback forms alongside simultaneous conduction of qualitative interviews were used to receive feedback for the workshop and obtain the perspectives of medical students on the effectiveness of educational interventions in improving research-related knowledge. ResultsA total of 3,862 medical students enrolled in the national workshop series. The feedback form was completed by 2,754 participants, hailing from 113 universities across 37 cities in Pakistan. 2,311 (84.0%) participants stated that the course helped them improve their overall research knowledge and 2,333 (84.7%) felt confident that the skills learnt would help them in future research projects. 40 participants from 25 institutions across Pakistan participated in the qualitative interviews. 24 (60.0%) participants had no prior knowledge of research, 23 (57.5%) found virtual screen-sharing to be the most useful learning strategy and 22 (55.0%) students expressed interest in initiating/expanding their institutional research platforms.ConclusionThis nation-wide series presented a way in which alternative pedagogies can be used for the dissemination of research knowledge and skills to medical students with a strong inclination towards research. Efforts must be made by institutions to provide opportunities to medical students for engaging in meaningful scientific research during the COVID-19 pandemic and beyond.

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The importance of motivation in selecting undergraduate medical students for extracurricular research programmes

PLoS ONE ◽

10.1371/journal.pone.0260193 ◽

2021 ◽

Vol 16 (11) ◽

pp. e0260193

Author(s):

Belinda W. C. Ommering ◽

Floris M. Van Blankenstein ◽

Merel van Diepen ◽

Nelleke A. Gruis ◽

Ada Kool ◽

...

Keyword(s):

Academic Performance ◽

Medical Students ◽

Intrinsic Motivation ◽

Motivational Factors ◽

Drop Out ◽

Future Research ◽

Undergraduate Medical Students ◽

Grade Point ◽

Research Programmes ◽

Physician Scientists

Introduction Extracurricular research programmes (ERPs) may contribute to reducing the current shortage in physician-scientists, but usually select students based on grades only. The question arises if students should be selected based on their motivation, regardless of their previous academic performance. Focusing on grades and lacking to take motivation into account when selecting students for ERPs might exclude an important target group when aiming to cultivate future physician-scientists. Therefore, this study compared ERP students with lower and higher previous academic performance on subsequent academic performance, ERP performance, and motivational factors. Methods Prospective cohort study with undergraduate medical students who filled in a yearly questionnaire on motivational factors. Two student groups participating in an ERP were compared: students with first-year grade point average (GPA) ≥7 versus <7 on a 10-point grading scale. Linear and logistic regressions analyses were used to compare groups on subsequent academic performance (i.e. third-year GPA, in-time bachelor completion), ERP performance (i.e. drop-out, number of credits), and motivational factors (i.e. intrinsic motivation for research, research self-efficacy beliefs, perceptions of research, curiosity), while adjusting for gender and motivational factors at baseline. Results The <7 group had significantly lower third-year GPA, and significantly higher odds for ERP drop-out than the ≥7 group. However, there was no significant between-group difference on in-time bachelor completion and the <7 group was not inferior to the ≥7 group in terms of intrinsic motivation for research, perceptions of research, and curiosity. Conclusions Since intrinsic motivation for research, perceptions of research, and curiosity are prerequisites of future research involvement, it seems beneficial to focus on motivation when selecting students for ERPS, allowing students with lower current academic performance to participate in ERPs as well.

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ESSENTIAL LEADERSHIP DOMAINS AND STRATEGIES TO ENHANCE LEADERSHIP SKILLS AMONG UNDERGRADUATE MEDICAL STUDENTS: A MIXED METHODS STUDY

Pakistan Armed Forces Medical Journal ◽

10.51253/pafmj.v71i5.3760 ◽

2021 ◽

Vol 71 (5) ◽

pp. 1791-96

Author(s):

Syed Muslim Abbas ◽

Abid Ashar

Keyword(s):

Mixed Methods ◽

Medical Students ◽

Undergraduate Students ◽

Role Models ◽

Leadership Skills ◽

National Level ◽

Mixed Methods Study ◽

Framework Analysis ◽

Undergraduate Medical Students ◽

Medical Undergraduate

Objective: To explore medical undergraduate students’ perceptions pertaining to the key domains of leadership and highlight strategies to enhance leadership skills in undergraduate studies. Study Design: Mixed methods study. Place and Duration of Study: Fatima Memorial Hospital College of Medicine & Dentistry, Lahore, from Sep to Oct 2019. Methodology: A total of 207 medical students were recruited from the first and final year by purposive sampling to fill out a structured questionnaire. Three focus group discussions were conducted comprising of twelve students in each group. All focus groups were audio-recorded, anonymized and transcribed verbatim before the analysis by framework analysis technique. Results: Total fifty percent of the first-year students were of the view that ensuring patient safety was an important component of the leadership domain of improving services whereas only 11% responded as critically evaluating as a component of this domain. The themes that emerged pertaining to the strategies to enhance leadership skills included increasing awareness, role models depicting change, cultural challenges, and supplementing existing practices. Conclusions: The validated essential domains of leadership and its associated competencies should be streamlined strategically and prioritized in accordance with the level of training of the undergraduate medical students. A multicentre study is suggested to gather data at the national level which could inform further development of inclusion of leadership domains within undergraduate MBBS curriculum.

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Geriatric Educational Interventions for Physicians Training in Non-Geriatric Specialties: A Scoping Review

Journal of Graduate Medical Education ◽

10.4300/jgme-d-20-01484.1 ◽

2021 ◽

Vol 13 (5) ◽

pp. 654-665

Author(s):

En Ye Ong ◽

Kelly J. Bower ◽

Louisa Ng

Keyword(s):

Mixed Methods ◽

Scoping Review ◽

Educational Interventions ◽

Performance Outcomes ◽

Future Research ◽

Interactive Simulation ◽

Randomized Controlled ◽

Search Terms ◽

Multicomponent Interventions ◽

Appraisal Tool

ABSTRACT Background Physicians require the expertise to care for an increasingly aging population. A robust understanding of geriatric educational interventions is needed to improve geriatric training for physicians. Objective To map the breadth of geriatric educational interventions for residents (in non-geriatric specialties). Methods We used a scoping review methodology. We searched MEDLINE, Embase, EMCare, CENTRAL, ERIC, and Scopus from 2004 to September 2019 for search terms related to “educational approaches” AND “geriatric” AND “residents.” Two authors independently selected eligible studies, extracted data (categorized by educational approaches and Kirkpatrick level outcomes), and critically appraised studies using the Mixed Methods Appraisal Tool. Results There were 63 included studies, with a total of 6976 participants. Twelve studies had comparators, including 5 randomized controlled trials. Fifty-three studies (84%) described multicomponent interventions, incorporating combinations of didactic or self-directed approaches with interactive, simulation, experiential, and/or group-based learning. Use of curricular process was explicitly reported in 34 studies (59%). Most studies met at least 4 of 5 Mixed Methods Appraisal Tool criteria. Studies commonly measured outcomes at Kirkpatrick levels 1 and 2 (reaction and learning), with 15 studies measuring performance outcomes (Kirkpatrick levels 3 and 4b). All included studies had at least one positive result. Conclusions All educational interventions had positive outcomes; however, curriculum-informed multicomponent interventions were the most common. This scoping review demonstrates that robust methodology with comparators, longer-term designs, and use of higher-level Kirkpatrick outcome measures is possible but not commonly used. Clear direction for future research is provided.

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A Systematic Review of Educational Interventions and Their Impact on Empathy and Compassion of Undergraduate Medical Students

Frontiers in Medicine ◽

10.3389/fmed.2021.758377 ◽

2021 ◽

Vol 8 ◽

Author(s):

Prianna Menezes ◽

Salman Y. Guraya ◽

Shaista Salman Guraya

Keyword(s):

Systematic Review ◽

Medical Students ◽

Well Being ◽

Educational Interventions ◽

Patient Centered Care ◽

Technology Enhanced Learning ◽

Long Term Effects ◽

Undergraduate Medical Students ◽

Patient Centered ◽

Centered Care

Introduction: A compassionate and patient-centered care leads to improved clinical outcomes. Promoting empathy and compassion of medical students is a forerunner of their well-being, emotional stability, and a patient-centered care. However, there is slender evidence about best educational interventions that can inculcate empathy and compassion skills. Our objective was to conduct a systematic review of research evaluating the associations between spectrum, effectiveness, frequency of teaching modalities and their outcomes on compassion and empathy to highlight best practices.Methods: We searched the Web of Science, PubMed, Scopus, and EBSCO Host on 22nd July 2020. We adapted our search strategy from a previously published systematic review on education for compassion and empathy. Selected studies were required to have used unique educational interventions for promoting empathy and compassion of medical students. The research questions were based on Participants (medical students), Intervention (empathy and/or compassion related teaching), Comparison, and Outcome.Results: We analyzed 24 articles from the initial yield of 2,861. Twenty-two were quantitative studies with a mean of 12.8 on MERSQI. Twelve were randomized controlled trials while 5 measured outcomes with single group pre- and post-tests. There was no association found between duration, frequency and complexity of an educational intervention and its effectiveness. Twenty used multimodality curricula, and of those 18 reported statistically significant positive improvement in empathy, while 3 of 4 single modality were effective. Only three studies looked for long-term effects of educational interventions. Fourteen studies evaluated Kirkpatrick's level one (self-reported knowledge), 2 level three (behavior), and 6 level four (patient outcomes). We identified six major educational constructs of teaching empathy and compassion; communication, mindfulness, early clinical exposure, technology-enhanced learning, comics and arts and culture.Discussion: Our review couldn't identify a standard teaching construct in place and highlighted that different teaching tools carry similar impact in promoting compassion and empathy and a sustainable program rather than a single training activity is essential.

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Awareness and Attitude of Undergraduate Medical Students towards 2019-novel Corona virus

Pakistan Journal of Medical Sciences ◽

10.12669/pjms.36.covid19-s4.2636 ◽

2020 ◽

Vol 36 (COVID19-S4) ◽

Cited By ~ 3

Author(s):

Azal Ikhaq ◽

Hunniya Bint E Riaz ◽

Imtiaz Bashir ◽

Farhat Ijaz

Keyword(s):

Medical Students ◽

Nursing Students ◽

Knowledge Score ◽

Educational Interventions ◽

Cross Sectional Study ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Creative Commons ◽

Corona Virus ◽

Positive Attitudes

Objective: To assess the knowledge, awareness and attitudes of medical students towards recently discovered coronavirus disease-19 (COVID-19). Methods: This was a cross sectional study conducted on medical students in CMH Lahore Medical College,(LMC), Institute of Dentistry (IOD). A questionnaire containing demographic information, 14 knowledge and eight attitude items was completed by 384 participants. Results: Overall, >90% people were aware about the etiology, mode of transmission and possible symptoms; however, very few of them knew about the in-depth details. Knowledge score revealed that 80% of participants had sufficient knowledge about coronavirus. MBBS students and nursing Students had significantly better knowledge in comparison with other students. In terms of attitude, >80% of students showed positive attitudes among which the nursing students were dominant. Conclusion: The medical students of CMH LMC showed a satisfactory level of awareness and attitudes towards COVID-19 with an obvious difference with regard to disciplines. More educational efforts with periodic educational interventions are still needed about the current pandemic. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2636 How to cite this:Ikhlaq A, Bint-e-Riaz H, Bashir I, Ijaz F. Awareness and Attitude of Undergraduate Medical Students towards 2019-novel Corona virus. Pak J Med Sci. 2020;36(COVID19-S4):---------. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2636 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Applying Human-centered Design to Maximize Acceptability, Feasibility, and Usability of Mobile Technology Supervision in Kenya: A Mixed Methods Pilot Study Protocol

10.21203/rs.3.rs-106898/v1 ◽

2020 ◽

Author(s):

Noah Triplett ◽

Sean Munson ◽

Anne Mbwayo ◽

Teresia Mutavi ◽

Bryan Weiner ◽

...

Keyword(s):

Mixed Methods ◽

Mobile Technology ◽

Qualitative Interviews ◽

Pilot Trial ◽

Scale Up ◽

Task Shifting ◽

Self Report ◽

Future Research ◽

Human Centered Design ◽

Lay Counselors

Abstract Background: Although research continues to support task-shifting as an effective model of delivering evidence-based practices (EBPs), little scholarship has focused how to scale up and sustain task-shifting in low- and middle-income countries, including how to sustainably supervise lay counselors. Ongoing supervision is critical to ensure EBPs are delivered with fidelity; however, the resources and expertise required to provide ongoing supervision may limit the potential to scale up and sustain task shifting. Opportunities may exist to leverage mobile technology to replace or supplement in-person supervision in low-resource contexts, but contextual variables, such as network connectivity and lay counselor preferences surrounding mobile technology, must be examined and considered when designing and implementing mobile technology supervision.Methods: This study builds from an existing randomized trial in Kenya, wherein teachers and community health volunteers have been trained to provide trauma-focused cognitive behavioral therapy as lay counselors. The study will use an iterative and mixed methods approach, with qualitative interviews and a Human-Centered Design (HCD) workshop informing a non-randomized pilot trial. Semi-structured interviews will be conducted with lay counselors and supervisors to understand how mobile technology is currently being used for supervision and determine the barriers and facilitators to mobile technology supervision. Data from these interviews will inform an HCD workshop, where lay counselors and supervisors “re-design” supervision to most effectively leverage mobile technology. Workshop participants will also participate in focus groups to gather perceptions on the use of HCD techniques. The final outcome of the workshop will be a set of refined workflows, which will be tested in a mixed method, nonrandomized pilot with newly trained lay counselors and existing supervisors. The pilot trial will evaluate the acceptability, feasibility, and usability of mobile technology supervision through self-report questionnaires as well as perceptions of effectiveness through qualitative interviews with a subset of lay counselors and all supervisors.Discussion: This study will provide a launching point for future research on supervision and methods to engage stakeholders to design and tailor interventions and implementation supports to fit low-resourced contexts.

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Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement: a grounded theory study

BMC Medical Education ◽

10.1186/s12909-020-02112-6 ◽

2020 ◽

Vol 20 (1) ◽

Cited By ~ 1

Author(s):

Belinda W. C. Ommering ◽

Marjo Wijnen-Meijer ◽

Diana H. J. M. Dolmans ◽

Friedo W. Dekker ◽

Floris M. van Blankenstein

Keyword(s):

Grounded Theory ◽

Medical Students ◽

Future Research ◽

Undergraduate Medical Students ◽

Grounded Theory Study ◽

Research Involvement

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Can first-year medical students acquire quality improvement knowledge prior to substantial clinical exposure? A mixed-methods evaluation of a pre-clerkship curriculum that uses education as the context for learning

BMJ Quality & Safety ◽

10.1136/bmjqs-2017-007566 ◽

2018 ◽

Vol 27 (7) ◽

pp. 576-582 ◽

Cited By ~ 6

Author(s):

Allison Brown ◽

Aditya Nidumolu ◽

Alexandra Stanhope ◽

Justin Koh ◽

Matthew Greenway ◽

...

Keyword(s):

Medical Education ◽

Quality Improvement ◽

Mixed Methods ◽

Medical Students ◽

Health System ◽

Future Research ◽

First Year ◽

Clinical Scenarios ◽

First Year Medical Students ◽

The Impact

BackgroundQuality Improvement (QI) training for health professionals is essential to strengthen health systems. However, QI training during medical school is constrained by students’ lack of contextual understanding of the health system and an already saturated medical curriculum. The Program for Improvement in Medical Education (PRIME), an extracurricular offered at the Michael G. DeGroote School of Medicineat McMaster University (Hamilton, Canada), addresses these obstacles by having first-year medical students engage in QI by identifying opportunities for improvement within their own education.MethodsA sequential explanatory mixed-methods approach, which combines insights derived from quantitative instruments and qualitative interview methods, was used to examine the impact of PRIME on first-year medical students and the use of QI in the context of education.ResultsThe study reveals that participation in PRIME increases both knowledge of, and comfort with, fundamental QI concepts, even when applied to clinical scenarios. Participants felt that education provided a meaningful context to learn QI at this stage of their training, and were motivated to participate in future QI projects to drive real-world improvements in the health system.ConclusionsEarly exposure to QI principles that uses medical education as the context may be an effective intervention to foster QI competencies at an early stage and ultimately promote engagement in clinical QI. Moreover, PRIME also provides a mechanism to drive improvements in medical education. Future research is warranted to better understand the impact of education as a context for later engagement in clinical QI applications as well as the potential for QI methods to be translated directly into education.

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Students’ Motivation for Sport Activity and Participation in University Sports: A Mixed-Methods Study

BioMed Research International ◽

10.1155/2018/9524861 ◽

2018 ◽

Vol 2018 ◽

pp. 1-7 ◽

Cited By ~ 2

Author(s):

Katharina Diehl ◽

Anna Katharina Fuchs ◽

Katharina Rathmann ◽

Jennifer Hilger-Kolb

Keyword(s):

Physical Activity ◽

Mixed Methods ◽

Sedentary Behavior ◽

Online Survey ◽

Qualitative Interviews ◽

Sport Activity ◽

Future Research ◽

Future Health ◽

Five Factors ◽

Quantitative Results

Background. Physical activity among students is essential for complimenting sedentary behavior and for individuals’ future health. This study investigates reasons for sport engagement among students and addresses the utilization of university sports programs (USP) by employing a mixed-methods approach. Methods. The NuPhA-Study consists of a quantitative online survey (n=689) followed by qualitative interviews (n=20). In the survey, we assessed reasons for sport activity using a 24-item battery and USP utilization. Quantitative results were further explored using qualitative data to check for completeness of the predefined items (content validity) and to identify opportunities to improve participating in USP. Results. A factor analysis grouped the 24 items into five factors (life balance/fitness/body image/contact with others/fun). Our qualitative study explained these in more detail and revealed missing aspects. 47.6% of students participated in USP. Potential improvements for USP include program maintenance during the semester break and temporal harmonization with the classes. Discussion. The qualitative component identified additional reasons for sport activity that were not addressed by the item battery, which provides critical implications for developing item batteries for future research. Our results may help to generate a more target-group-oriented approach to increase physical activity among students, which will reduce sedentary behavior and future disease burden.

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